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4434Faculty-Perceived Barriers of Online Educationhttp://www.merlot.org/merlot/viewMaterial.htm?id=761509
Abstract: At institutions of higher learning, there is an increased demand and need for online courses. However, the number of faculty developing and teaching these courses does not match the growth in online education. The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at a public institution located in the southeastern United States using a new survey instrument, which was developed from recent research findings. This study sought to identify the most prevalent barriers to online instruction for the faculty group surveyed. In addition, these findings may identify prevalent barriers for faculty groups in an effort to inform administrative decisions concerning policy, training, and compensation as well as to facilitate involvement for specific types of online instruction for faculty development. A number of novel and important differences were found in the perceived barriers that exist between faculty groups on four constructs identified through an exploratory factor analysis. The factors found were: (1) interpersonal barriers; (2) institutional barriers; (3) training and technology barriers; and (4) cost/benefit analysis barriers. The results of this study may be of use to other institutions as they develop online instruction training programs.Vol. 8, No 1, March 2012, pp. 1-12HTML / PDF"Which Technology Should I Use To Teach Online?": Online Technology and Communication Course Instructionhttp://www.merlot.org/merlot/viewMaterial.htm?id=768384
Abstract: Over the last few years, higher education has been transformed by numerous technologies available for course content delivery. Whereas university instructors once asked, "Should I deliver course content online?" the emphasis has shifted so that instructors are now asking, "Which technology works best for which desired teaching outcome?," "Which technology can I quickly learn?," and "Which technology can I manage (while fulfilling my research and service duties)?" To answer these questions, the authors used and evaluated 10 different online instructional technology tools, analyzing each one's potential application in communication courses to address Angelo's four dimensions of higher learning (declarative, procedural, conditional, and reflective). The tools are compared and contrasted to assist university instructors in making informed decisions about which to use in their courses.Volume 8, No. 4, December 2012, pp. 334-347HTML / PDFA Closer Look at Instructor-Student Feedback Online: A Case Study Analysis of the Types and Frequencyhttp://www.merlot.org/merlot/viewMaterial.htm?id=878836
It is widely recognized that good teaching includes instructor-student feedback, and in online courses, feedback takes a variety of forms, including both synchronous and asynchronous interactions. To understand better the types and frequency of instructor-student feedback interactions, this case study used document analysis to examine feedback in an online course over a full semester. Feedback interactions were coded as either individual or team feedback and also then coded as either corrective, motivational, or technology-related. With 1,744 recorded instructor-student feedback interactions, corrective feedback accounted for nearly 70% of all feedback (given more often to teams than individuals); motivational feedback was 20% (given more often to individuals than teams); and technology feedback was 10% (given more often to individuals than teams). Additionally, feedback differed over the duration of the semester, with motivational feedback being the greatest at the beginning of the term. An examination of individual versus team differences revealed that teams tended to receive a greater amount of corrective feedback, whereas individuals required greater motivational feedback. Implications of the study include that instructors may not be conscious of the proportions of corrective versus motivational feedback to their online students. Instructors are also encouraged to take certain measures to reduce the burden of technology feedback required of the instructor, since students will constantly demand such non-pedagogical assistance.A Theoretical Framework for Effective Online Course Designhttp://www.merlot.org/merlot/viewMaterial.htm?id=860742
A key, overarching goal for any committed educator is to ensure that the learner has a meaningful and memorable learning experience while achieving the desired learning outcomes. In this paper it is argued that in order to achieve such a goal, a strategy needs to be put in place that is capable of providing students with a fully integrated, all-encompassing learning environment. The reasoning, simply stated, is that learning will not necessarily emanate from one specific source and, when it happens, it will occur through different means for different people. One of the great strengths of the online learning space is that, through harnessing the power of the various information and communication technologies (ICTs), there is greater scope for catering to individual learning needs. With this in mind, the paper puts forward a framework that comprises a number of overlapping "sub-environments" that, together, provide the scaffolding considered essential for the construction of a truly holistic learning environment. To illustrate how this framework for effective online learning can be operationalised, the authors refer to the case of Universitas 21 Global, an institution which offers completely online programs to post-graduate students in more than 50 countries around the world.Achievement and Satisfaction in an Online versus a Traditional Health and Wellness Coursehttp://www.merlot.org/merlot/viewMaterial.htm?id=875556
Online education has become a rapidly developing educational alternative. Many universities deliver online courses across a variety of disciplines. However, few studies have evaluated the efficiency of online health and wellness courses. The purpose of this study was to examine achievement and satisfaction in students who participated in an online or a traditional lecture-based health and wellness class. Eighteen subjects in an online health and wellness class and nineteen subjects in a traditional lecture-based class participated in this study. Outcomes included performance on a 50-point written exam (pre- and posttest) and three regular course exams. All participants completed a satisfaction survey. The online participants completed a perception survey. No significant differences were found between online and traditional courses in the 50-point written exam or in the three regular course exams. Significant differences were found in age, employment status, year in school, and the degree to which participants felt that they were encouraged to participate in class discussions. Overall, perceptions of the online course were positive. Data suggests that an online health and wellness class was an acceptable alternative to a traditional lecture-based class, when achievement on exams was the primary outcome measure. Key Words: distance education, physical education, lecture-based, knowledge acquisition, no significant difference, perceptions, employment status, age, class standing.Deepening the Chasm: Web 2.0, Gaming, and Course Management Systemshttp://www.merlot.org/merlot/viewMaterial.htm?id=358794
Web 2.0 has emerged into a large, growing, and developing world of content and platforms. Gaming has rapidly expanded into a global industry. In contrast course management systems have developed along very different lines. We examine ways for the CMS to connect with these two worlds, outlining areas for possible development: increased hyperlinking, internal platforms and instances, and extruded applications. Additionally we consider ways by which the CMS can learn strategically and conceptually from Web 2.0 and gaming.Identity, Power, and Representation in Virtual Environmentshttp://www.merlot.org/merlot/viewMaterial.htm?id=358796
The proliferation of immersive, three dimensional virtual environments presents educators with a moment of creative possibility in designing the next generation of computer-assisted learning. At the same time, the fact that these environments may be inscribed with particular value sets and power relations presents educators with a burden of pedagogical responsibility. This paper attempts to begin a conversation about some of the hidden considerations that may be confronted as virtual learning environments become more accessible, acceptable, and assessable. The author challenges the view that virtual environments are reliably neutral venues for the creation of virtual identities that escape the culturally constructed power configurations of the offline world. Indeed, the very dichotomy between real and virtual is itself questionable. While the promise of virtual learning environments is real, it is often unrealized. Educators have a responsibility to critically engage the implicit assumptions embedded in the technology they would ask students to use.Instructor-Made Videos as a Scaffolding Toolhttp://www.merlot.org/merlot/viewMaterial.htm?id=768947
Abstract: Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and business practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for online students. In response, instructor-made videos (IMVs) of three to 10 minutes in length on problematic topics or subject matter areas were produced for business, chemistry, and mathematics courses. The IMVs were intended to scaffold student learning. Initial findings revealed that multimodal IMVs involving the demonstration, illustration, and presentation of key terms, knowledge, skills, and resources can help students understand important procedures, structures, or mechanisms in previously problematic content. Simply stated, IMVs can have a positive impact on student learning.Volume 8, No. 4, December 2012, pp. 298-311HTML / PDFInvestigating the Connection between Usability and Learning Outcomes in Online Learning Environmentshttp://www.merlot.org/merlot/viewMaterial.htm?id=360253
Online learning is used in many institutions of higher education with course offerings ranging from complete online degrees to hybrid virtual and physical courses. Online learning environments are complex environments using a variety of technologies and tools to overcome time and location restrictions. The research presented in this article focuses on a web-based asynchronous learning environment and the integration of usability factors into the evaluation of student learning outcomes. Usability tools are often employed in Human-Computer Interaction (HCI) to measure the quality of a users experience when interacting with a web site and could potentially impact learning in web-based online learning environments. This study investigates the relationships between usability factors and learning outcomes in an online learning environment as well as differences in learning outcomes and system usability between several selected student groups, including student computer competency scores, gender, age, and student standing. The results of this survey-based study highlight the importance of integrating usability factors into the evaluation of learning outcomes in online learning environments.JOLT- MERLOT's Journal for Online Learning and Teachinghttp://www.merlot.org/merlot/viewMaterial.htm?id=348538
MERLOT is a free and open resource designed primarily for faculty and students of higher education. The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, online publication addressing the scholarly use of multimedia resources in education. JOLT is published quarterly in March, June, September, and December. The objectives of JOLT are to:Enable faculty to use technology effectively in teaching and learning by learning from a community of researchers and scholars;Enable academic programs to design and deploy academic technology to optimize teaching and learning;Build a community around the research and scholarly use of multimedia educational resources. JOLT welcomes papers on all aspects of the use of online multimedia educational resources for learning and teaching. Topics may include, but are not limited to: learning theory and the use of multimedia to improve student learning; instructional design theory and application; online learning and teaching initiatives; use of technology in online education; innovative online learning and teaching practices.